Overview of conferences with non-Federal users on U.S. operational land remote sensing satellite program /

"April 24, 1980."

Bulletin.

Mode of access: Internet.

The changing Illinois environment : critical trends : technical report of the Critical Trends Assessment Project.

"June 1994."

A comparison of landslide inventories along the shoreline of Steamboat Island Peninsula, Thurston County, WA: office based protocol vs. field based protocol

The mountain ranges and coastlines of Washington State have steep slopes, and they are susceptible to landslides triggered by intense rainstorms, rapid snow melts, earthquakes, and rivers and waves removing slope stability. Over a 30-year timespan (1984-2014 and includes State Route (SR) 530), a total of 28 deep-seated landslides caused 300 million dollars of damage and 45 deaths (DGER, 2015). During that same timeframe, ten storm events triggered shallow landslides and debris flows across the state, resulting in nine deaths (DGER, 2015). The loss of 43 people, due to the SR 530 complex reactivating and moving at a rate and distance unexpected to residents, highlighted the need for an inventory of the stateís landslides. With only 13% of the state mapped (Lombardo et al., 2015), the intention of this statewide inventory is to communicate hazards to citizens and decision makers. In order to compile an accurate and consistent landslide inventory, Washington needs to adopt a graphic information system (GIS) based mapping protocol. A mapping protocol provides consistency for measuring and recording information about landslides, including such information as the type of landslide, the material involved, and the size of the movement. The state of Oregon shares similar landslide problems as Washington, and it created a GIS-based mapping protocol designed to inform its residents, while also saving money and reducing costly hours in the field (Burns and Madin, 2009). In order to determine if the Oregon Department of Geology and Mineral Industries (DOGAMI) protocol, developed by Burns and Madin (2009), could serve as the basis for establishing Washingtonís protocol, I used the office-based DOGAMI protocol to map landslides along a 40-50 km (25-30 mile) shoreline in Thurston County, Washington. I then compared my results to the field-based landslide inventory created in 2009 by the Washington Division of Geology and Earth Resources (DGER) along this same shoreline. If the landslide area I mapped reasonably equaled the area of the DGER (2009) inventory, I would consider the DOGAMI protocol useful for Washington, too. Utilizing 1m resolution lidar flown for Thurston County in 2011 and a GIS platform, I mapped 36 landslide deposits and scarp flanks, covering a total area of 879,530 m2 (9,467,160 ft2). I also found 48 recent events within these deposits. With an exception of two slides, all of the movements occurred within the last fifty years. Along this same coastline, the DGER (2009) recorded 159 individual landslides and complexes, for a total area of 3,256,570 m2 (35,053,400 ft2). At a first glance it appears the DGER (2009) effort found a larger total number and total area of landslides. However, in addition to their field inventory, they digitized landslides previously mapped by other researchers, and they did not field confirm these landslides, which cover a total area of 2,093,860 m2 (22,538,150 ft2) (DGER, 2009). With this questionable landslide area removed and the toes and underwater landslides accounted for because I did not have a bathymetry dataset, my results are within 6,580 m2 (70,840 ft2) of the DGERís results. This similarity shows that the DOGAMI protocol provides a consistent and accurate approach to creating a landslide inventory. With a few additional modifications, I recommend that Washington State adopts the DOGAMI protocol. Acquiring additional 1m lidar and adopting a modified DOGAMI protocol poises the DGER to map the remaining 87% of the state, with an ultimate goal of informing citizens and decision makers of the locations and frequencies of landslide hazards on a user-friendly GIS platform.

Preliminary identification of dehalogenation specificities exhibited by dehalorespiring bacteria from a marine microbial community

The ability of a previously PCB-enriched microbial culture from Venice Lagoon marine sediments to dechlorinate pentachlorophenol (PCP) and 2,3,5-trichlorophenol (2,3,5-TCP) was confirmed under anaerobic conditions in microcosms consisting of site water and sediment. Dechlorination activities against Aroclor 1254 PCB mixture were also confirmed as control. Pentachlorophenol was degraded to 2,4,6-TCP (75.92±0.85 mol%), 3,5-DCP (6.40±0.75 mol%), and phenol (15.40±0.87 mol%). From the distribution of the different dechlorination products accumulated in the PCP-spiked cultures over time, two dechlorination pathways for PCP were proposed: (i) PCP to 2,3,4,6-TeCP, then to 2,4,6-TCP through the removal of both meta double-flanked chlorine substituents (main pathway); (ii) alternately, PCP to 2,3,5,6-TeCP, 2,3,5-TCP, 3,5-DCP, then phenol, through the removal of the para double-flanked chlorine, followed by ortho single-flanked chlorines, and finally meta unflanked chlorines (minor pathway). Removal of meta double-flanked chlorines is thus preferred over all other substituents. 2,3,5-TCP, that completely lacks double-flanked chlorines, was degraded to 3,5-DCP through removal of the ortho single-flanked chlorine, with a 99.6% reduction in initial concentration of 2,3,5-TCP by week 14. 16S rRNA PCR-DGGE using Chloroflexi-specific primers revealed a different role of the two microorganisms VLD-1 and VLD-2, previously identified as dechlorinators in the Aroclor 1254 PCB-enriched community, in the dehalogenation of chlorophenols. VLD-1 was observed both in PCP- and TCP-dechlorinating communities, whereas VLD-2 only in TCP-dechlorinating communities. This indicates that VLD-1 and VLD-2 may both dechlorinate ortho single-flanked chlorines, but only VLD-1 is able to remove double-flanked meta or para chlorines.

Increasing Ambient Temperature Reduces Emotional Well-Being

This study examines the impact of ambient temperature on emotional well-being in the U.S. population aged 18+. The U.S. is an interesting test case because of its resources, technology and variation in climate across different areas, which also allows us to examine whether adaptation to different climates could weaken or even eliminate the impact of heat on well-being. Using survey responses from 1.9 million Americans over the period from 2008 to 2013, we estimate the effect of temperature on well-being from exogenous day-to-day temperature variation within respondents’ area of residence and test whether this effect varies across areas with different climates. We find that increasing temperatures significantly reduce well-being. Compared to average daily temperatures in the 50–60 °F (10–16 °C) range, temperatures above 70 °F (21 °C) reduce positive emotions (e.g. joy, happiness), increase negative emotions (e.g. stress, anger), and increase fatigue (feeling tired, low energy). These effects are particularly strong among less educated and older Americans. However, there is no consistent evidence that heat effects on well-being differ across areas with mild and hot summers, suggesting limited variation in heat adaptation.

Modelling and studies of the spectral response of some optoelectronic components

Solar radiation takes in today's world, an increasing importance. Different devices are used to carry out spectral and integrated measurements of solar radiation. Thus the sensors can be divided into the fallow types: Calorimetric, Thermomechanical, Thermoelectric and Photoelectric. The first three categories are based on components converting the radiation to temperature (or heat) and then into electrical quantity. On the other hand, the photoelectric sensors are based on semiconductor or optoelectronic elements that when irradiated change their impedance or generate a measurable electric signal. The response function of the sensor element depends not only on the intensity of the radiation but also on its wavelengths. The radiation sensors most widely used fit in the first categories, but thanks to the reduction in manufacturing costs and to the increased integration of electronic systems, the use of the photoelectric-type sensors became more interesting. In this work we present a study of the behavior of different optoelectronic sensor elements. It is intended to verify the static response of the elements to the incident radiation. We study the optoelectronic elements using mathematical models that best fit their response as a function of wavelength. As an input to the model, the solar radiation values are generated with a radiative transfer model. We present a modeling of the spectral response sensors of other types in order to compare the behavior of optoelectronic elements with other sensors currently in use.

PLAN-IT EARTH : pairing learners and nature with innovative technology for the environmental assessment of resources, trends, and habitats.

"Illinois."

Geodetic earth orbiting satellite (GEOS-C) Applications technology satellite (ATS-F) tracking experiment

"NASA TM X-63872."

Science and technology supervision resources

This document is an adaptation of a report submitted to the ALTC in 2009, with additional data collected through subsequent interviews with science supervisors. The organisation of the contents also reflects a development of thought since the original project. The framework presented in this document is intended to provide science and technology supervisors with a range of options with respect to supervisory pedagogy. It has been developed to highlight different aspects of thinking about supervision as a teaching and learning practice; as well as approaches, strategies and roles associated with supervision. It will enable science and technology supervisors to become aware of the diverse options available to them and provide systematic ways of thinking about supervisory practices. Use of this framework will encourage supervisors to make choices based on broader, rather than more limited, repertoires. It will also encourage thinking about supervision as a teaching and learning practice.

Bribie Island groundwater resources : challenges in development of conceptual and numerical models

Groundwater is a major resource on Bribie Island and its sustainable management is essential to maintain the natural and modified eco-systems, as well as the human population and the integrity of the island as a sand mass. An effective numerical model is essential to enable predictions, and to test various water use and rainfall/climate scenarios. Such a numerical model must, however, be based on a representative conceptual hydrogeological model to allow incorporation of realistic controls and processes. Here we discuss the various hydrogeological models and parameters, and hydrological properties of the materials forming the island. We discuss the hydrological processes and how they can be incorporated into these models, in an integrated manner. Processes include recharge, discharge to wetlands and along the coastline, abstraction, evapotranspiration and potential seawater intrusion. The types and distributions of groundwater bores and monitoring are considered, as are scenarios for groundwater supply abstraction. Different types of numerical models and their applicability are also considered

Information technology resources,complementaries and capabilities : towards a deeper understanding of leveraging business value from IT

Organisations devote substantial resources to acquire information technology (IT), and explaining the important issue of how IT can affect performance has posed a significant challenge to information system (IS) researchers. Owing to the importance of expanding our understanding on how and where IT and IT-related resources impact organisational performance, this study investigates the differential effects of IT resources and IT-related capabilities, in the presence of platform-related complementarities, on business process performance. We test these relationships empirically via a field survey of 216 firms. The findings suggest that IT resources and IT-related capabilities explain variance in performance. Of interest is the finding that IT resources and IT-related capabilities ability to explain variance in business process is further enhanced by the presence of the platform-related complementarities. Our findings are largely consistent with the resource-based and complementarity arguments of sources of IT-related business value.

Information technology and business value: how complementary IT usage platform and capable resources explain IT business value variation

Understanding information technology’s (ITs) contribution to business value is an imperative issue, and while we have attempted to untangle the relationship between IT and business value with some success, our knowledge of specific factors leading to ITs contribution to business value still remains limited. In this paper we propose that complementing IT resources, by establishing a sound IT platform with capable organisational resources may aid in ITs ability to contribute to business value. We suggest that performance measurement of this contribution be undertaken at the business process level first, and then mapped through to firm level performance measurement to obtain a better understanding of the path of IT business value contribution.

Engineering across cultures : new learning resources for intercultural competency in engineering

BACKGROUND The work described in this paper has emerged from an ALTC/OLT funded project, Exploring Intercultural Competency in Engineering. The project indentified many facets of culture and intercultural competence that go beyond a culture-as-nationality paradigm. It was clear from this work that resources were needed to help engineering educators introduce students to the complex issues of culture as they relate to engineering practice. A set of learning modules focussing on intercultural competence in engineering practice were developed early on in the project. Through the OLT project, these modules have been expanded into a range of resources covering various aspects of culture in engineering. Supporting the resources, an eBook detailing the ins and outs of intercultural competency has also been developed to assist engineering educators to embed opportunities for students to develop skills in unpacking and managing cross-cultural challenges in engineering practice. PURPOSE This paper describes the key principles behind the development of the learning modules, the areas they cover and the eBook developed to support the modules. The paper is intended as an introduction to the approaches and resources and extends an invitation to the community to draw from, and contribute to this initial work. DESIGN/METHOD A key aim of this project was to go beyond the culture-as-nationality approach adopted in much of the work around intercultural competency (Deardorff, 2011). The eBook explores different dimensions of culture such as workplace culture, culture’s influence on engineering design, and culture in the classroom. The authors describe how these connect to industry practice and explore what they mean for engineering education. The packaged learning modules described here have been developed as a matrix of approaches moving from familiar known methods through complicated activities relying to some extent on expert knowledge. Some modules draw on the concept of ‘complex un-order’ as described in the ‘Cynefin domains’ proposed by Kurtz and Snowden (2003). RESULTS Several of the modules included in the eBook have already been trialled at a variety of institutions. Feedback from staff has been reassuringly positive so far. Further trials are planned for second semester 2012, and version 1 of the eBook and learning modules, Engineering Across Cultures, is due to be released in late October 2012. CONCLUSIONS The Engineering Across Cultures eBook and learning modules provide a useful and ready to employ resource to help educators tackle the complex issue of intercultural competency in engineering education. The book is by no means exhaustive, and nor are the modules, they instead provide an accessible, engineering specific guide to bringing cultural issues into the engineering classroom.